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tv   [untitled]    June 26, 2013 10:30pm-11:01pm PDT

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important academic personnel who we very much need. other people that i know will speak more about the special education. one of final note. last year, the projected ending balance for the 12, 13 school year was $15.67 million and that is also in this hand out. the actual ending balance is now over 34 million, i think that we really need to look at the projections, and what is real and what is not. and make sure that we spen the money, spend it well, and spend it on our students and on the people who do the work. thank you. >> i am katie franklin for the community advisory for special ed and i sent you a packet of documents and i questioned the cuts made to the many school special ed weighted the school
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formula site allocation for the special ed related supplies. and that is on page 63 of the printed budget book or page 70 of the budget's pdf file under exist eight. and coinciding with the almost 12 million dollar increase, in the special ed budget we are cutting 25,000 from the teacher supply money and that is completely unnecessary and unfair. it is hard to understand the rationale behind these cuts. a week ago, i asked why the cuts were made and what corner was used to decide the amounts but i have not heard an answer back yet. we have heard that the principals were telling parents on the school site councils that because the kids are included more, the teachers don't need those funds and we also heard that the principal side that those funds are now just for fdc kids that the percentage of time that the students spends in general ed should not effect the supplies that a special ed teacher get to support the students, don't penalize the schools for trying
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to be more ininclusive and embracing the main street and the students need more special materials and supplies, of the 102 schools listed in exist eight, all but 29, had their ws as the special ed money cut. here is some examples of cuts, harvey, went from 1456 to 506. argon 1526 to 815, brian, 1509 to 927. they tend to spend more money from their own pockets on the supplies. and on the amount of money that the teachers get for supplies is small enough don't lessen the amount, put that back by taking it on the consultant and there is a 25 k entry that says that i know it yet.
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can i continue? or no? >> okay. i will hurry up. >> another change in the budget that seems odd to me is how special ed teachers are removed from the site based budget pages this action does not seem in keeping with the ininclusive praks, what is the rationale behind the 058 organizational category and under the centralize base funding does that mean that all teachers assignments could be changed at any time for any reason? aren't we trying to build community and make the special education more a part of the community and i don't think that this helps. starting next year, parents will not be able to look at the school site budget and see how many special ed teachers are at the school and that is just wrong. so thank you. >> hi, my name is megan and i am a special education teacher, and i am an active member of the union and i am a board member, with the community advisory committee for special
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education. and i wanted to talk a little bit about the special education funding as well. and i have spent a lot of time looking at the organizational chart for the special education, that just came out and we get like a new one every few weeks and try to keep organized who i am reporting to and who they are reporting to and i looked at it and it is very different from the ones before. and when i looked at it i had just gotten some information about the decreases in the way that the student formula money coming in. and it concerned me because the student formula money through the special education goes directly to the students in the classroom that is like zero separation from the students we are serving. it buys things as small as pencil grips so that the students can write or as awesome as ipads so that they can really do interactive activity whens they are working with the special therapists it is really key to meeting the
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individual needs that are in the student ieps. and when i looked at the new organizational chart there were a lot of things that said, new. on them and those were all really, really far away from the students. like four or five degrees of separation. one degree will be teacher, they are in the classroom with the kids and they see the kids every day and then you have content specialist whose come in and hypothetical help the teachers become better teachers if they have time to do that. that is two degrees of separation and then we have the supervisors and then we are adding some trying to think of the program administrators? maybe. and then, there is also some project managers. and then, i don't know if the clerks have always existed but they popped up recently on to the organizational chart and it is just concerns me that if we are taking the money away from
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the students, that money that goes directly to them and then we are adding more positions father away from them that we are moving the money too far away from the kids that we are supposed to be serving and the budget really feels like we are taking away from the kids in that way, if we are not increasing the amount of xwlon that we are giving directly to the kids or the support that we are providing for people that actually go and see these students and support them. i am hoping that in the future that when we look at the budget, we see the money going directly to the kids and not to the people who are far away from them in the special education, thank you. >> hi, i'm russell and i am on the special ed committee. and i am speaking about the, i just want you to be aware of some of the plans that the special ed committee has over the summer and that is to
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analyze a lot of this that both in the plan and in the budget. and as you know, we are all parent volunteers, and smf us really struggled because we have children who are you know, have their own issues. so it is a big effort for us to do this analysis but we have a series of working days and plus since you are home more that are crack the whip chair person she is having us do, starting this saturday, three hours and working group in which there is a whole series so i do want to know that we are taking this information very seriously and i hope that you respect the work that we do, we do want to get back to you in september with a lot of analysis.
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>> there is seriously for what we do and i do recognize that the board and the administration have been responsive to the special ed and we appreciate that and we do really hope that you would take our input and that we will be presenting it in september for some of these considerations for both the plan and the budget, thank you. >> good evening, commissioners, i am an advocate for the children and youth, we are part of the close the gap coalition and i wanted to come and speak tonight and share that we are happy that the proposed budget does include funding for some of our key priorities primarily through prop h, the public education and enrichment fund and specifically for expanding and credit recovery and restorative practices. we also appreciate that the district is moving towards making budget decisions through the lens and many of you have heard from us again and again and so thank you for that and
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specifically through the multitier system of the support structure and so we appreciate that. there is a lot of confusion and a lack of clarity and what that actually means for school sites. and there is a lot of confusion from the parents at school sites and also the school sites councils and what that means and a system wide perspective. and wide, and a formula for how these are rolling out and we would love to work with the school district to make that process and that system more transparent if that means co-hosting forums or whatever that is and it feels like it is going to be important that the parents and the students and the community knows how this is rolling out and impacting schools and additionally we are aware that with prop 30 and 39 passing and our district will see the higher revenues than we had anticipated for the fiscal year and exciting.
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they have come to the district and sharing the needs and raising needs for things like extended day. learning, 7th period and high schools, smaller class sizes additional economic supports and resources for the students during the school day and supports for family and students on the school campus and have been told again and again that there are not enough resource theres and so we look forward with the additional resource to reopen the conversations and make sure that the students and parents are involved in deciding how those additional resources are allocated. thank you. >> thank you. >> now i understand that we have a brief presentation, deputy superintendent lee? >> yes. >> thank you, president norton, we are going to try to get the projecter? no. on the tv, right. >> so so we have just for members of the public who may
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not have seen these materials as they were walking in we do have copies of the previous presentation, and the documents that commissioner wynns was referred to, it is in a question and answer format, from the discussion primarily from the discussion that the board had in the budget and business services committee last tuesday. so all of that information is available for the community members who are present to avail themselves of. >> so this is just a very, it is not meant to be a recap of all of the discussions that have taken place so far. but just to frame some additional information and some highlights about the big picture of the state's budget and also, the district budget, right now, where we sit and where we think we might be headed in the near future.
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and so we want to start with kind of on a syterical note there was an apt cartoon that appeared in the sunday chronicle a couple of sundays ago and it was on two sundays ago in the opinion page and this maybe only a nerd could appreciate this but i thought it was hilarious. so this shows that the governor's education budget is putting a drop of water in a canyon that drop of water encouraging but the top of the canyon is the 2007 funding level but as we have been saying over and over again, we are digging ourselves out and the state is helping us dig out of a very deep hole that took a while to create and it will be
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a while before funding problems are solved. so even though directionally, it is really critical, and such a relief to see that the tide is starting to turn in absolute terms we are still at a neater level of funding and so it was sort of validating in a way to see this recognized in the chronicle that way. so that is just one note. the next slide that you have seen before. but just to illustrate the same point, this is what we call the alligator chart. this is an older version of the slide if you could mark on your copies that the 13, 14, number should actually reflect 5501. and rather than 5292 and so it is increasing a bit more than the version that is on the
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screen. and so, that is still quite a bit less than what we received in not in inflation adjusted dollars, back in 2007, 2008. so that concept that was illustrated in the cartoon, this was another data point on that general theme. and hopefully, as the lcsf gets implemented and the prop 98 continues to grow, we will cross this blue line and we will start to make progress towards that green line that is the plan. that is the stated intention of the governor and the legislature in passing the lcsf, but it will take a while to get to the green line, in the meantime, there are as a mentioned last week, it was two weeks ago there are costs and you have heard some of the speakers speak to this as well.
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the cost increasing also effects the district. and this is just one example that is not meant to be all encompassing by any means but one example of the costs that have increased over the past several years and this is what this chart shows is the district employer contributions to the city retirement system. and i think that i may have mentioned this in one of these prior meetings. and so this, chart actually goes back more than a decade. and if we go back to 2002, 2003, and 2004, the district and this is true of the city and county as well. actually made no contributions on the employer's side of the pension fund, the city retirement system, this is for our classified civil service workers because of the balance
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and the fund and the retirement fund, the investment returns that were being gained, the lower pay outs to the retirees, for several years there were zero contributions for the employer side of the pension benefit that started to change of course, the blue line shows the percentage and the orange bars show the amount that were paid each year and as the set of variables changed and the employer contributions started to come in to play, we went from making zero percent of payroll for civil service employees to about four and a half percent on up to 6.6 percent etc. and as that happened, of course, there are millions of dollars that we had to pay in to the retirement system and this is pretty much dictated to us as an employer
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within the retirement system and this is not something that we control. and more recently, and in a not helpful twist of timing, since the recession took place, and that previous chart shows that we saw that large decrease in our funding, at the same time we saw the large increases in the payments that we had to make for the city retirement employer contributions so, going from about 5 or 6 percent of employee payroll to into the teens and then more recently, almost 25 percent. so looking ahead to next year, we for many of our employees, the largest group of our employees in the civil service, we will make employer contributions that are equivalent to 25 percent of payroll. which is 4 percent higher than we paid this year.
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so you heard some of the public speakers speak about the desire and justifiably so for compensation increases. the amount of these increases is four percent of the same payroll that we will pay into the city retirement system next year compared to the current year and that is 25 percent more than we were paying a decade ago. so just to put it in perspective. there are or have been and will continue to be some significant pressure on the costs and at the same time that we have been trying to make our way through this pretty bleak period in terms of revenues. so again, just as an illustration. but, to segway on to a more optimistic out look, the next page shows our current multiyear projections, and these are our raw projections and so these do not reflect
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efforts to curtain the costs or we are not always trying to identify new sources of revenue such as real estate and so these do not reflect these ideas and they do reflect the biggest single of itself and so you see that the revenues are expected to grow substantially going into next year compared to the current year and at the same time we still see some of these phenomena in terms of the expenditures as well but hopefully and we are expecting in 14, 15, and 15, 16 that the revenue growthous paced the expenditure growth and we become closer to getting rid of that deficit that we have had for a couple of years. this is actually, it may be heard to interpret these numbers but these are much more encouraging than the equivalent
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numbers that we have shown on the same evening the last few year when we look at the projections over two or three years. it has been sort of horrifying. so the fact that we can see and are beginning to rely on this revenue growth from the lcsf that is of course going to be subject to the state keeping their commitments and the economy recovering as it is expected to do. and prop 98 growing as it is expected to do if all of that stays on track, then we will expect to see the revenue trajectory that is shown here. and you can see that that structural deficit is in that middle of that line revenue is less expenditures and we expect that for next year that that starts to narrow. and hopefully go away, the following year. so if the last slide just
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restates some of what commissioner wynns reported out that we do know that there are several juicy topics, this is not an exhausted list but some of the things that came up in the last couple of discussions that the board has had about the budget, that we really are looking forward to supporting your policy discussions and providing lots of inking and details and so these are just a few, the lcsf and the transition and the old of the issues that have been mentioned a few times about the central verses site-based resources and decisions how to make progress towards implementing a 7-period day in the secondary schools and other aspects of the mtsf that over supercede the central verses the side based question, and on that last note, i do want to point out that the materials that were available
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that are available do include a lot of details at the site level about the mtsf resources and so that is it for our slide presentation and if the commissioners have questions or additional questions, we are here to respond. >> >> mr. haney >> i have sort of a big picture of the question and one that i think that we have discussed and some of the prior meetings but i think that it will be helpful to hear again. seeing that this is the night that we are going to be voting on the budget. you know, i think that it is great news and it is huge for us and to see an additional $20 million coming in revenue and the unrestricted general fund is exciting and i think with that, you know the public is going to wonder sort of how we made our decisions around what to prioritize with the funding coming in and what was the
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philosophy that drove the decisions that were made and with that, sort of what were the major sort of driving factors that make-up that additional $20 million in expenditures. and particularly when i think, you know, we heard tonight that some questions around you know, salary and continued layoffs, and i think folks are going to wonder how we decided to prioritize the funding that came in and what specifically it was used on. so if that is instructed to the superintendent. >> thank you. >> i will take the first and i will ask deputy superintendent to fill in the gaps. i think that the priority work in the priority funding has already been articulated over a number of months by the board itself in terms of what the board has identified for the district's goals going forward. so we have actually looked at the goals and priet orties that the district has identified
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through the board. and we have worked very diligently to fund that priority work and that is also encompassed in my evaluation what you are holding me accountable for as well. so it should be no surprise to the public that our professional development, the money and some of it does include some consultant help with developing the capacity with the implementation of the ininclusive model for serving students with a disability is a big part of that you know we are not novices in san francisco around providing support to under served school communities and drastically changing the academic out comes for students. look at the superintendent and the sig schools specifically in the zone. and what we have done is take the learnings from that work and try to bring that system-wide, which is again the direction that the board has
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given the staff. we want to take the learning and what has worked well and make that a system wide approach for serving under served communities in the rhetoric and i do appreciate some of the comments that evening, this is become an entity on to itself, the ntsf, what is that? >> taking what we know works and not somewhere else and in san francisco and in our neighborhoods with our kids and with our teachers and with our students and our parents, and we want to take that system wide. so if means that the english language learners will get additional support and it means that students with disabilities and schools with greater numbers of students with disabilities will get effective and very delineated types of
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professional development to built the capacity at the school sites it means that we will have a balanced approach to literacy to where we are not going to teach to a text but we will provide a rich literacy environment that requires the materials and it means that we are also going to say that in our particular system, and the board has said that our charge is to close the achievement gap. we know that what happens some have noten effective at closing at the gap. and they have accelerated it. and there is more of a defined approach where we are a unified school district are not up to choice, you don't have a choice to include the students in the general education classroom as the first placement. but in order to do that. we understand that teachers
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have not had professional development to understand how to do that. or to necessarily develop the capacity to do that. we understand that the para professionals needed that kind of development support as well. we also realize that leverages the multiple streams of funding for example our peace dollars and prop a dollars and providing infrastructure so that the school sites can meld the funding streams to provide opportunities for teachers to have collaboration time. because we know that that is also a critical component that is shown tremendous effects in our schools and in our superintendent zone and in our under performing schools where they had increases in student achievement. so it is not a simple answer, but it is not a simple issue either, but the priorities that we have taken in crafting this budget, has been completely through an economickty lens and one of the things that i will say before i punt to superintendent lee for
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specifics as well. we think in the general sense, we, we feel that it is incredibly disrespectful to the professionals in our school, our para professionals and teachers and principals to say that we want you to do a better job at educating children that have needs, whether they are english language learners or students with disabilities or homeless students or students learn ng poverty. and we expect you to teach every day and still chaperen your skill set. so, we are saying, absolutely and we are building into this budget, the infrastructure to support the teachers in the classroom, literacy coaches, and intervention coaches and we are building in that infrastructure now that we read about it somewhere, we can go to here and we can go to everett and brian and we can go to george washington carver and see this in effect. and we can go to paul reviere
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and see how this is used in the school communities to great effect and to interrupt the under performance of the students and so that is what you are going to see and some people will call it ntss. but we just call it what has worked in san francisco, and that has been the lens what i do appreciate about what the deputy superintendent lee in his last slide articulated is that we are just scratching the surface. we have a 7-period day discussion that is incredibly important for the conversation around equity for the students and we have avoid the conversations about how do we put more money into and we have balanced score card conversations about how do we direct and give the guidance to the school communities as they are developing the action plans and how are they going to hold themselves and the district accountable for the support that they need to move the needle.
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so you are going to... the public will have ample opportunity and the board will drive this conversation in the coming months around how we use the resources that come back to us and how do we use them in a systematic systemic and very thoughtful way to build capacity to interrupt decades, decades of under achievement in our community, which is what the board has articulated is our board. >> deputy superintendent do you want to go in the cracks that i missed? >> thank you, superintendent, you said what i was going to say and a whole lot more. but just to highlight one theme, which is to mention, i think that one of the main things that we need to both in the district's relationships with the schools and then within schools, and how they are surveying all of the diverse students within each
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